Blended Learning In Higher Education Research Articles

In-person and Hybrid Learning in the Training of Professionals in Higher Education. An ict-centric Approach

Objective: Creating more adaptive, dynamic, and student-centered learning environments that can meet the diverse needs and learning styles of students in the digital age. Methods: This study employs a qualitative approach through documentary research, enabling us to understand the integration of virtual inquiry into the classroom as a meaningful process for instructing university students. The study population consists of research conducted between 2018 and 2024, with the sample selected based on eligibility criteria. Inclusion criteria involve specific databases such as Scielo, Redalyc, Dialnet, Google Scholar, and Scopus. Conversely, articles lacking categories such as virtual reality, teaching, and university education are excluded. Result: The documentary review matrix analyzes the work of fifteen prominent authors in the field of face-to-face and blended learning in higher education, focusing on information and communication technologies (ICT). Each entry provides the title of the work, the author's name, the year of publication, a brief summary, and the Digital Object Identifier (DOI) to access the full text. These works cover a wide range of topics, from the theoretical foundations of instructional design to the practical application of educational technologies in face-to-face and hybrid environments. The diversity of theoretical and methodological approaches is highlighted, as well as the presence of recognized authors in the field. Additionally, special attention is given to emerging trends and innovative technologies, such as virtual reality, artificial intelligence, and mobile learning. In summary, these resources offer a comprehensive and up-to-date overview of the state of the art in the field, being highly valuable for educators, instructional designers, and researchers interested in advancing their understanding and application of these topics.

Evaluating the sustainability of tablet devices in blended learning

Blended approaches to teaching and learning and higher education often demand the provision of substantial investments in professional development, curriculum change and technological resources. Given the intense effort required for successful courses, focus has turned increasingly on the sustainability of blended learning in higher education. In this study, we adopt an argument based approach to the sustainable use of tablet computers in a university pathway course. After mapping out the argument with key stakeholders, we conduct a participatory action research project that takes into account observations, interviews and personal reflections. Results of the evaluation point to a ‘weak argument’ for the continued use of tablet computers that demonstrates their use is not sustainable. We conclude with suggestions to turn to issues of curricular alignment and further adoption of argument based evaluation for educational technology.

A Process for Institutional Adoption and Diffusion of Blended Learning in Higher Education

AbstractBlended learning has emerged as a prominent feature in higher education over the past decade, aiming to enhance students’ learning experiences and improve outcomes. It has been adopted at various levels within universities, with an increasing trend of institutional adoption. Despite its prevalence, scholars have expressed concerns about our limited understanding of blended learning beyond small-scale and individual applications. Drawing on Rogers’ diffusion of innovations theory, this case study explores the intricate process of adoption and implementation of blended learning within a university. Semi-structured, one-on-one interviews were conducted with 24 lecturers and six university executives involved in a university-wide initiative for blended learning. The interviews were analysed using a thematic pattern matching technique. In addition, a variety of relevant university documents were gathered and analysed using a content analysis method. Results reveal that despite some hesitancies among lecturers, the process of adoption of blended learning was supported by a well-justified strategy, investment in infrastructure, and provision of continued lecturer support. Viewing these results through the lens of Roger’s stage model highlights a lack of a proper ‘matching’ stage, reflecting a failure to engage lecturers in adoption decision-making and incorporate their feedback into the blended learning strategy.

The Impact of Foreign Language Anxiety on EFL Learners’ Attitudes Towards Blended Learning

This study investigates the attitudes of Saudi English as a foreign language (EFL) learners toward blended learning and explores the impact of foreign language anxiety on shaping these attitudes. The study sample selected purposively consisted of 118 participants. A quantitative research approach was employed, utilizing a self-reported questionnaire to assess learners’ foreign language anxiety and their attitudes toward blended learning. The study yielded the following significant findings: First, the results revealed that EFL learners exhibited positive attitudes toward blended learning. Second, findings indicated that EFL learners involved in blended learning exhibited a moderate level of foreign language anxiety. Third, the study revealed that foreign language anxiety had no significant impact on the following four key constructs of attitudes toward blended learning: flexibility, study management, classroom learning, and online interaction, as well as overall attitudes. However, it was observed that the high-anxiety group exhibited more positive attitudes toward online learning and technology in blended learning compared with the low-anxiety group. These findings have pedagogical implications for educators and practitioners designing and implementing blended learning approaches in EFL classrooms. The study results recommend integrating blended learning in higher education, taking into account high-anxiety learners’ preferences of two aspects of blended learning: online learning and the integration of technology.

A cross-database bibliometrics analysis of blended learning in higher education: Trends and capabilities

This study looks closely at research papers about blended learning (BL) from the last 10 years (2014-2023). It pulls information from Scopus and Web of Science (WoS). By using both, it gives a full picture of what is being published and what’s important in BL research. The search found 1,704 articles in Scopus and 1,545 in WoS. After putting them together and removing duplicates, there were 2,455 articles for the study. The study used a Bibliometrix R to look at who published a lot, which countries and schools did most, who worked together, and which articles got mentioned a lot. Each year, the number of articles grew by about 15.58%. Most of these, 93.00%, were articles. Universities in Australia were among those that wrote the most. “Education and Information Technologies” and “International Journal of Educational Technology in Higher Education” were often cited, which shows they have big roles in this research area. Some of the main researchers who connect a lot of the work are Zhu, Graham, and Jackson. It is found that keywords “higher education”, “online learning”, “students”, and “COVID-19” are very common in discussions and help shape the research being done. While much research comes from Australia and the West, there is also growing work from Asia and the Middle East. This shows that BL is becoming important in different parts of the world. But there’s a chance to get more research from less wealthy countries. This study puts together a clear picture of BL research. It looks at what’s been published, who talks to who, and which places are doing the work. The research has grown who the main people are, where there’s a gap between different regions, and what we should think about for the future. This can help make policies and change how we teach.

Analysis of Student and Teachers Perspective using Hybrid e-Learning Method

The technological development also enhances the usage in the educational world. The subpar performance of traditional classroom learning has raised significant concerns within the realm of teaching and learning. This conventional approach, characterized by the age-old "chalk and talk" method, has been replaced by the adoption of pure online learning, often referred to as e-learning. This educational method, which has its roots in distance education, has garnered substantial attention from public universities. However, for e-learning to be truly effective, it must be integrated with other forms of learning, including face-to-face instruction. This amalgamation of different learning modalities gives rise to a novel approach known as blended learning, which has proven to be the most efficient and effective educational system. Many enduring insights from this technology have been influenced by the rhetorical works of the past. As society propels itself deeper into the information age, the importance of blended learning in higher education is becoming increasingly prominent. Higher education institutions stand on the brink of a significant paradigm shift in the way knowledge and truth are disseminated. To comprehend this transition to new computer-mediated methods of knowledge delivery through blended learning experiences, it is crucial to grasp the perceptions held by both instructors and students. In this quantitative research study, a survey questionnaire was employed to gather feedback from faculty and students at a private institute. The survey aimed to capture their perceptions regarding the use, frequency, readiness, and satisfaction with web-based technology in a blended learning environment. To gain deeper insights into these perceptions, both quantitative and qualitative data were collected through an online survey distributed to faculty and students during the spring semester.

The Implementation of Blended Learning for English Courses at Higher Education in Vietnam: Teachers’ Perceptions

Advancements in technology and the Internet characterize the current English teaching and learning scenario. In this trend, the issue of blending face-to-face and online learning into English learning and teaching has drawn significant attention from teachers, researchers, and educators worldwide, including Vietnam, especially after the COVID-19 pandemic. Although this mode has been applied widely and shown its noticeable benefits, there have been relatively few studies regarding the perceptions of English lecturers at the tertiary level in English as a Foreign Language (EFL) context. Therefore, the objectives of this research are to (1) critically review knowledge of blended learning (BL); (2) investigate the tertiary level English lecturers’ perceptions of the BL model implementation in a college in Ho Chi Minh City, Vietnam; (3) provide some practical recommendations for future research and implementations. Online questionnaires and interviews with 14 English lecturers in the Summer 2023 semester were used to collect qualitative and quantitative data. At the end of the paper, EFL lecturers’ perceptions were revealed. Several educational implications and practical recommendations were suggested as well. The research findings are expected to contribute to a complete picture of BL in higher education in Vietnam.

Assessing SDG 4 indicators in online and blended higher education within conflict zones: A case study of northern India's higher education institutions

Resilient higher education is fostered, and further assessed, by the United Nations through the metrics provided by Sustainable Development Goal 4, called indicators. These indicators serve as a yardstick to evaluate a country's success in sustainability. Concerningly, the recent scholarly work highlights the limitations associated with Sustainable Development Goal 4 indicators, including the associated political connotations and fuzziness. However, we note a dearth of attempts to unwrap the merit of Sustainable Development Goal 4 indicators in online and blended learning in higher education, specifically in conflict zones. This study aims to bridge this gap by exploring the challenges and opportunities presented by the current Sustainable Development Goal 4 indicators in evaluating online and blended learning in higher educational institutions in India's conflict-affected northern areas. Employing a needs assessment methodology, the research draws on data from two distinct sources: primary data from 3,353 learners obtained through a self-constructed questionnaire for higher education institutions in northern India and secondary data gleaned from international and national policy documents. The thematic analysis of results, underpinned by the barriers model, underscores significant concerns regarding the comprehensiveness, validity, and relevance of the prevailing SDG 4 indicators, particularly the Gross Enrolment Ratio and Gender Parity Index, in northern India. It is argued that these indicators fall short of accurately capturing the nuances of online and blended learning within the local contexts, thereby questioning their utility for such purposes. The study reveals that the Gross Enrolment Ratio is not successful in giving a complete picture of its variations by failing to reveal the political reasons behind its drop during emergency remote teaching in the northern conflict zones of India. Moreover, the Gender Parity Index is endowed with interpretative challenges, where despite an increased value being deemed affirmative for gender equity, its increase ironically highlights a new gender divide because of an increased dropout rate among male learners from tribal communities. Through the case of higher education institutions in J&K and Ladakh, the study further provides keywords which could bolster the effectiveness of the SDG 4 indicator framework by making it more responsive to the changing educational landscape, thus making it an indispensable tool in the hands of researchers and policy-makers. Consequently, this study positions itself at the forefront of scholarly efforts to critically re-evaluate and propose revisions to the SDG 4 indicators in light of the shifting teaching and learning paradigms.

Freshmen's perspectives towards blended learning in Higher Education - A case study of the University of Colombo Institute for Agro-Technology and Rural Sciences

The University of Colombo Institute for Agro-Technology and Rural Sciences has employed Blended Learning (BL) with a strong emphasis on enhanced efficiency. Analyzing students' perceptions of diverse educational methods holds paramount significance. Therefore, this research aims to comprehend the students' perspectives on the blended learning environment and their levels of satisfaction with this particular approach to learning. This survey was conducted at the University of Colombo Institute for Agro-Technology and Rural Sciences, located in Weligatta, Hambantota, Sri Lanka. The sample consisted of 100 first year undergraduates who were studying their degree program selected through simple random sampling techniques. The collection of primary data involved the distribution of a pre-tested Google Form questionnaire through the Learning Management System. The gathered information was analyzed using the SPSS statistical software package (version 26). The process included correlation matrix assessment, regression, and frequency analysis to understand variable relationships. The majority favoured blended learning, especially through assignment activities, while many preferred blended-mode courses. Core hypotheses focused on positive links between student-instructor interaction, resource availability, course objective completion, and student satisfaction. All hypotheses strongly agreed (p < 0.005). Understanding students' viewpoints regarding various pedagogical approaches is of paramount importance within higher education

Effectiveness of blended learning in higher education. Case of Astana IT University.

Globalization and informatization of society are important indicators of the 21st century which influenced people’s lives in all spheres and educational spheres included. The educational system and methods have al-ways been subject to constant change throughout the history of teaching. The most crucial changesstarted to emerge in the past 20 years since the advancement of technologies which made the process of teaching easier, enriched the tools for instructors and gave the opportunity for students to study independently. The traditional format of teaching is now slowly shifting to a more flexible half online mode which is called Blended learn-ing. The study undertaken in framework of this article is aimed at evaluating the student’s English language performance at Astana IT University. The research included 285participants: first-year undergraduate stu-dents between16-18 years old. Study used a paired t-test to identify if there is a statistical difference between before and after incorporating blended learning into the educational process. Analysis revealed that the p-value (0.001) is less than the alpha level (0.05), thus it was concluded that the scores are higher after imple-menting Blended learning in the course; furthermore, it is suggested that this format benefits not only the stu-dents but instructors as well

The effectiveness of blended learning technologies in higher education: Assessment methodology

Introduction. The modern system of higher education has undergone a serious digital transformation in recent years. Electronic, blended, mobile learning is being actively introduced. However, the most significant innovative trend in modern education in recent years is blended learning, which is characterised using both traditional and digital learning technologies, which together contribute to the preservation of university traditions and the active use of modern information and communication tools in solving educational problems. The use of new models of blended learning makes higher education more accessible to all categories of not only Russian but also foreign students, stimulating their independence and increasing motivation for education based on the rich experience of their digital communication. In this regard, scientists and practitioners show increasing interest to the problem of the effective use of blended learning technologies, approaches and methods in higher education.Aim. The present research aims to theoretically substantiate the methodology for studying the blended learning technologies effectiveness, to develop and approbate appropriate methodological tools, followed by its verification for reliability and validity.Methodology and research methods. The problem research of the effectiveness of the blended learning technologies applied in higher education provides for the analysis of foreign and Russian science literature; systematisation and generalisation of the applied approaches; the use of modelling methods and mathematical statistics. The studying methodology of blended learning technologies effectiveness is represented by the integration of procedural, activity-based and environmental approaches in the selection and justification of three criteria for evaluation (effective, didactic, resource) and a system of their indicators in higher educational practice, which served as the theoretical basis of the developed methodology and selected methodological tools.Results. In the course of the research, the authors formulated conceptual foundations and developed a methodology to study the effectiveness of blended learning technologies used in modern higher education. Procedural stages were defined, and evaluation tools were described. The methodology was approbated and verified for reliability and validity.Scientific novelty. The concept and methodology of studying the blended learning technologies effectiveness is a component of quality management concept of higher education in the context of its digital transformation and its resource-didactic provision. The authors’ methodology not only reflects current trends in improving the objectivity of pedagogical assessment, but also replenishes its scientific and methodological arsenal with the addition of a multi-level system of goals, criteria and methods for determining the effectiveness of blended learning technologies in higher education.Practical significance. A new methodology to study the blended learning technologies effectiveness in the higher education system is proposed. Based on the obtained valid data and the results of the approbation, it is concluded that the authors’ methodology has functional certainty, providing controllability in the didactic and resource support for the effective use of different models of blended learning. The practical application of the methodology will contribute to improving the quality of blended learning in higher education and the involvement of the main members of higher education (teachers and students) in the process of designing and selecting traditional and digital technologies to ensure its effectiveness.

Единая система управления смешанным обучением

The article is devoted to the managerial aspects of blended learning, and considers the possibilities of integrating digital educational resources and tools to build a unified system for organizing and managing the process of blended learning. It has been revealed that today many different educational platforms have been developed and used, the functions and roles of learning activity management systems, learning management, content management, and other resources, which have different formats of organizational solutions, have been analyzed, and ways of their integration have been identified. An adaptive model for the integration of learning management and support systems in a mixed format, allowing students to interact with the learning environment in digital ways and self-regulate learning, was proposed. Scientific novelty is the theoretical justification and definition of the role of digital technology integration in academic, institutional and technological support of blended learning, development of structural and content model based on the integration of digital educational technologies and value-target, didactic, communicative and technological, institutional, evaluative-results and system-forming components of blended learning management system. The practical significance is the development of the platform as a unified adaptive environment, outlining the functions of management managers, teachers and students in the process of implementing blended learning in higher education. The main functions of blended learning technology, modern methods and tools for online learning are described, the features of mixing online and offline, synchronous and asynchronous learning are revealed. During the study, a survey of students, undergraduates and faculty was carried out, the educational platforms of higher education, the possibility of integrating digital learning resources in the implementation of blended learning. The results of the experiment are summarised and processed.

Defining an effective approach to blended learning in higher education: A systematic review

Blended learning has enjoyed wide acceptance as a teaching and learning approach in higher education, but its use and understanding commonly fail to extend across all levels of blending. At the institutional level, challenges still exist in aligning a blended learning approach with core university priorities. Often, there is a focus on the provisions of technology tools and associated training; however, there is less emphasis on the development of frameworks that support an institutional-level approach to blended teaching and learning and ways that these can be effectively measured. This paper analyses previous work undertaken in the field of blended learning and looks to build on the literature by defining an effective approach to adoption using conceptual clarity, blended frameworks and institutional-level implementation of blended learning as a framework to describe effective use within higher education. Implications for practice or policy: University decision makers should define an institutional approach to blended learning and foster a common understanding of what success will look like. Institutional strategy must carefully consider the multifaceted roles of students, academics and administrators within blended learning. Blended learning adoption should be measured using criteria and descriptive standards to evaluate framework implementation.

Improving blended learning in higher technical education institutions with mobile and cloud-based ICTs

This research aims to refine the model of blended learning in higher technical education institutions using cloud-based information and communication technologies (ICTs). The study objectives include determining the role of cloud technologies among contemporary ICTs, analyzing the utilization of cloud technologies in traditional, online, and blended learning, and augmenting the blended learning model with mobile and cloud technologies. The research focuses on the implementation of ICTs in the higher education system of Ukraine. The subject of investigation encompasses the use of cloud technologies and other ICT learning tools in traditional, online, and blended learning. The research methods employed involve analyzing educational programs, monographs, dissertations, articles, conference materials, and online resources. Additionally, targeted pedagogical observations, interviews with educators and students, and analysis of teachers' practical experiences are conducted. The findings emphasize that among various ICTs available for instructional purposes, cloud technologies stand out as facilitators of harmonious integration between the components of traditional education and technology-mediated learning. A promising approach to organizing the learning process, referred to as blended learning, involves the integration of traditional, distance, electronic, mobile, and cloud technologies. The study explores the model of blended learning in higher mathematics education for students in technical institutions, leveraging innovative ICTs. The primary conclusions and recommendations highlight the prevailing trend of transitioning towards blended learning in higher education and the need for further development of cloud technologies in instructional settings. Cloud technologies are particularly valuable for fostering student autonomy, enabling distance learning, and facilitating collaborative research, thereby supporting ongoing monitoring of learning outcomes and timely adjustments to optimize learning experiences.

BLENDED LEARNING IN HIGHER EDUCATION: A BIBLIOMETRIC ANALYSIS

This research aims to analyze the past literature on blended learning in higher education and investigate the research trends on this subject. Thus, it aims to present a roadmap for future studies. In this context, bibliometric and descriptive analysis methods were used in the study carried out with the descriptive survey model. 1970 studies were accessed using the Web of Science (WoS) database to reach the data within the scope of the research. As a result of the filtering process on the database, the distribution of the relevant publications by year, document type, publication language, country and WoS indexes, the most influential institutions and research, cooperation between institutions and countries, the most cited authors, and the most studied topics were reviewed. According to the research results, the studies on blended learning in higher education were primarily published in the form of articles in English between the years 2002-2021. It is also deduced that Spain stands out, especially in producing publications, and these studies are generally published in the Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) index type. The most active journal with high citation density is Computers & Education, and the country that collaborates most is England. Regarding the keywords used in the articles, while the concepts of online learning, higher education, and student participation are prominent in the studies conducted in the first years, the concepts such as flipped classrooms, Edmodo, sustainability, gamification, mobile learning, and emotions came to the fore in the following years. In this context, discussions were conducted within the framework of the literature, and suggestions were made related to the findings obtained.

Factors contributing to learning satisfaction with blended learning teaching mode among higher education students in China.

Blended learning has increasingly grown in importance as a method of classroom instruction in Chinese higher education classrooms in the context of fast-evolving network information technology, higher standards of educational informatization, and growing attention to the reform of teaching modes in higher education. The efficiency of blended learning can be increased by better understanding the students' learning satisfaction and its key influencing factors. Based on the theories of constructivism and phenomenology, the study constructs an index system of student satisfaction with blended learning in higher education, and conducts a questionnaire survey on 650 students with blended learning experience in 6 universities in Sichuan Province, China, obtaining 598 valid questionnaires after reviewing the collected questionnaires for missing values. This study uses descriptive statistical analysis (DSA), one-way ANOVA, Pearson correlation analysis, and multiple linear regression (MLR) to analyze the effects of each factor in the index system on satisfaction. Results indicate that the overall level of student satisfaction with blended learning in universities is moderately high, with students' self-satisfaction being the lowest, and that substantial disparities exist in the evaluation of satisfaction with blended learning on various online resources, online teaching forms, and offline teaching methods. This study applies multiple linear regression (MLR) to conclude that students' learning attitudes, curriculum design, and teachers' teaching methods are the most important factors influencing satisfaction with blended learning in universities. Results indicate that a blended learning system be built from the three dimensions of students, teachers, and curriculum, offering a theoretical foundation and point of reference for the ongoing reform of blended learning in higher education. The study is of great significance in optimizing teaching quality and deepening the reform of blended learning.

Lecturers’ attitude towards the use of e-learning tools in higher education: A case of Portugal

Abstract This study aims to assess the lecturers’ opinions about the use of e-learning tools to support distance and blended learning in higher education in Portugal, evidently reinforced by the COVID-19 pandemic. This research was based on a qualitative methodology, specifically, a focus group with professors from five higher education institutions from different geographical areas in Portugal. The obtained results were analysed along four main dimensions: (1) the level of knowledge of e-learning tools, (2) the reasons for using or (3) not using them, and, finally, (4) the opinion of lecturers on the student assessment process using these tools. The results showed that in addition to the concerns with smooth running classes and the appropriate delivery of the syllabus, the lecturers considered the transition to the e-learning context to have been easy. They noted a high level of literacy in the used tools, believed in the continued use of e-learning in the post-pandemic context, indicated several advantages for those involved in the e-learning context and a majority of limitations related to the time required for the adoption of more tools; and, finally, underlined the student assessment issue, which was pointed out as the most sensitive topic in the whole e-learning context. The study informed on the lecturers’ perspective on e-learning and the used tools and provided insight into their perceived usefulness and benefits for lecturers and students. An especially strong concern was verified on the part of lecturers to optimise e-learning tools to provide better knowledge delivery to students.

The effect of blended learning model in improving English foreign language learning students’ achievement

Higher education institutions are researching and adopting pedagogical approaches to meet the changing needs of education in response to various challenges, especially with Covid19 and E-learning is one of these modes. This study aimed to explore the effectiveness of this new model (mixed education) in the English language on Third-year English foreign learners' achievement and their attitudes toward using it. It compares the results of various ways of teaching and students' attitudes toward their use. The case study is used as a research design. The participants of the study were 30 students, the questionnaire was designed to confirm the study's validity and reliability, and quantities were used to analyze the data. The findings have shown that there were positive towards using blended learning. The study recommends further research into the use of blended learning in higher education. Keywords: Blended learning; EFL Learners; E-learning; face-to-face learning; students’ achievement; higher education.

Developing Design Principles for Sustainability-Oriented Blended Learning in Higher Education

Climate change forces higher educational institutions (HEI) to reconsider their traditional ways of teaching and organising education. This implies that they should reduce their impact on the environment and provide sustainability-oriented education. Blended learning (fusion of on-campus and online learning) may provide an appealing solution to achieve both objectives. It may reduce HEI’s climate impact by reducing student travel to and from campus and support the development of students’ sustainability competencies. In this paper, pedagogical design principles and recommendations are developed to design such a sustainability-oriented blended learning configuration. A realist review methodology is used to distil and develop pedagogical principles for blended learning. These principles were mirrored against pedagogical approaches that have been identified as suitable for developing sustainability competencies. This mirroring revealed some overlap but also some notable differences. Common principles include self-regulation, community building, discussion, knowledge management, and collaboration, but some principles identified in sustainability-oriented education are noticeably absent, including self-awareness, orientation towards sustainable change, and interdisciplinary collaboration. The insights guide designing sustainability-oriented blended learning and vice versa can also provide ideas for people working in off-line place-based contexts on sustainability-oriented education, to consider blended options.

Important Teacher Qualities for Integrating Blended Learning in Higher Education

Important Teacher Qualities for Integrating Blended Learning in Higher Education